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So with all this rumbling, what do the three national unions that represent faculty members think about the MOOC movement and the faculty role? So far, they are dubious at best, and say that they are studying the issues involved.
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Education calls for real interaction with faculty members and a consensus through which faculty members can design, manage and evaluate degree programs, he said. “It’s fine to put lectures online, but this plan only degrades degree programs if it plans to substitute for them.”
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what appears to be a democratization process might be more aristocratic than democratic.
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a peer grading technology” where students are trained to grade each others’ work according to the professor’s specifications.
MIT seeks through the development of MITx to improve education both on the MIT campus and around the world
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These tools will enable campus faculty to automate some of the more repetitive and less creative tasks, such as grading, thereby liberating more time to devote to innovative ways of teaching the material and to additional contact time with resident students.
Forget free content repositories; the Massachusetts Institute of Technology wants to deliver “interactive” elite education to the masses, complete with credentials certifying “mastery” of MIT-grade coursework.
Princeton University, the University of Pennsylvania and the University of Michigan at Ann Arbor have teamed up with a for-profit company to offer free versions of their coveted courses this year to online audiences. By doing so, they join a growing group of top-tier universities that are embracing massively open online courses, or MOOCs, as the logical extension of elite higher education in an increasingly online, global landscape.
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a growing group of top-tier universities that are embracing massively open online courses, or MOOCs, as the logical extension of elite higher education in an increasingly online, global landscape.
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with little or no emphasis on making profit or even breaking even
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A MOOC is a Massive Open Online Course. It is a gathering of participants, of people willing to jointly exchange information and collaboratively enhance their knowledge.
Connectivism:
Learning Theory or Pastime for the Self-Amused?
PDF from EDUCAUSE
This article describes the effect of a four-questions technique used to enhance critical thinking in online discussions. Students in a graduate educational psychology course participated in three online asynchronous discussions in reaction to case studies. Prior to the second discussion only, students responded to questions designed to encourage critical thinking through the four-questions technique of analyzing, reflecting, applying, and questioning. The researchers measured evidence of critical thinking by rating students' comments in an online discussion with The Washington State University Critical and Integrative Thinking Scale. Results suggest that the four-questions technique is effective in enhancing critical thinking in online discussions.
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